Integrating teaching-and-learning techniques for novice computer programming students
Jacqui Chetty, Glenda Barlow-Jones, University of Johannesburg, South Africa
Global Learn, in Online, Publisher: Association for the Advancement of Computing in Education (AACE)
Computer programming is a subject that many students find challenging to learn. In spite of much research concerning such challenges, there is still uncertainty regarding which pedagogical approaches are best suited to teaching-and-learning novice students’ computer programming. However, research indicates that “learning on the edge of what we know” does provide an opportunity for novice students to link a learnt concept to other unfamiliar yet similar concepts. In other words, learning is transferred from one context to another when the contexts are closely related, also known as mediated transfer. However, in spite of utilizing such techniques learning is also a function of time, not ability, and given time it is possible for novice students to overcome barriers related to computer programming. This paper illustrates that given time and providing students with an opportunity to learn on the edge of what they know, novice students are able to learn the fundamental concepts of computer programming.
Chetty, J. & Barlow-Jones, G. (2012). Integrating teaching-and-learning techniques for novice computer programming students. In Proceedings of Global Learn 2012: Global Conference on Learning and Technology (pp. 142-146). Online,: Association for the Advancement of Computing in Education (AACE).
© 2012 Association for the Advancement of Computing in Education (AACE)
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